Synchronous Chat Power Point


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Synchronous Chat Power Point

  1. 1. Synchronous Chat <ul><li>Introducing Chat rooms and Forums out of the Classrooms </li></ul><ul><li>By Katherine Lin </li></ul>
  2. 2. Table of Contents <ul><li>What is a synchronous chat? </li></ul><ul><li>“ Taking Discussion Online” </li></ul><ul><li>“ Using Chat to Move the Thinking Process Forward” by Ruth Reynard </li></ul><ul><li>“ Designing a Workspace for Chat” by Ruth Reynard </li></ul><ul><li>Conclusion </li></ul><ul><li>Works Cited </li></ul>
  3. 3. What is synchronous chat? <ul><li>Synchronous chat allows people to communicate in real time through words in the same “chat room” online. </li></ul><ul><li>Synchronous chat can also be referred to as a discussion sessions, forums or chat rooms. </li></ul><ul><li>When bringing this into an online or hybrid class, this allows for debates, exchange of information, question and answers and basic communication between the students and instructor. </li></ul><ul><li>This helps with students who are shy, sensitive issues and class preparation. </li></ul><ul><li>A potential drawback would be either too much participation, which cause tedious review for the instructor through conversations. Or, too little participation. </li></ul>
  4. 4. “ Taking Discussion Online” an article from the Dartmouth website <ul><li>Types of Discussion </li></ul><ul><li>Single Topic : one person at a time, arranged in chronological order, lead by topic, i.e. readings due that day </li></ul><ul><li>Threaded : “group conversations with simultaneous side conversations”, no sense of sequence </li></ul><ul><li>Chat room : takes place in real time, one message posted for all to see and respond to. </li></ul>
  5. 5. “ Taking Discussion Online” continued <ul><li>Lack of conversation can be due to: </li></ul><ul><ul><li>No community/ classroom dynamics </li></ul></ul><ul><ul><li>No motivation-discussion might not be mandatory in all students eyes </li></ul></ul><ul><ul><li>Unfamiliarity-students may be new to online </li></ul></ul><ul><li>Methods to Encourage Conversation: </li></ul><ul><ul><li>Instructor participation </li></ul></ul><ul><ul><li>Give point value to discussions </li></ul></ul><ul><ul><li>Allow anonymity </li></ul></ul><ul><ul><li>Restrict access to only students and instructor </li></ul></ul><ul><ul><li>Encourage collaboration </li></ul></ul><ul><ul><li>Be realistic in expectations </li></ul></ul><ul><li>“ A discussion area can also become unwieldy for the instructor: weeding through submissions and responding where needed can quickly become impractical.” </li></ul><ul><li>This quote kind of reminds me of the controversy when it comes to kids reading. One side says who cares what kids are reading as long as they are reading. While the other side of the hill says content, such as sex scenes, homosexuality and violence, needs to censored, even at the high school level. What I am relating with this article is, I did not think that getting too much participation could ever be tiresome. I understand having to sift through hours of conversation in a chat room can become exhausting, but, isn’t that what teachers encourage? </li></ul>
  6. 6. Reflection to “Taking Discussion Online” <ul><li>I choose this article because of all the information it provided. I initially found the </li></ul><ul><li>other articles first, but, this provided the basic </li></ul><ul><li>information I thought needed to explain the </li></ul><ul><li>mechanics of synchronous chat. What I especially </li></ul><ul><li>enjoyed was the breakdown of each chat that </li></ul><ul><li>exists. I think for anyone who is a regular on the </li></ul><ul><li>internet they use these tools, but never new the names. </li></ul><ul><li>I also like how the article is written with instructors as the audience. </li></ul>
  7. 7. “ Using Chat to Move the Thinking Process Forward” by Ruth Reynard <ul><li> </li></ul><ul><li>This article is about integrating critical thinking into online discussions. Reynard explains that when the chat tool is utilized to the maximum potential, then it engages user to think together rather than just chat. Reynard also explains that the forum tool is more often that the chat tool in online or hybrid classes. In my experience, I have used the chat tool in this class is desperate need situations, but find the forum tool more functional. </li></ul>'s_communication_tools Above is a possible example of a list of chat rooms. All the user would have to do is click the join button, and start chatting! (Picture is taken from above website.)
  8. 8. “ Using Chat to Move the Thinking Process Forward” continued <ul><li>“ The intense and amazing immediacy of the tool is used only in a one-way delivery mode and, therefore, does not include the student in any form of interaction.” (paragraph 6) </li></ul><ul><li>This would be the downfall of online discussion groups. The article prior to this quote, explains that a student might me seen as “in chat room” but, might be doing laundry in the other room or, even watching YouTube on another open window. The way to prevent this is creating an accountability and reward system. Or, just hyping up the conversation. If a conversation is engaging or emotionally invoking, then the student will not be wondering around the web or room. </li></ul>
  9. 9. Reflection to “Using Chat to Move the Thinking Process Forward” <ul><li>This article points out concepts I had never considered, even though this is not my first online class. My first interaction with chat rooms was AOL Instant Messenger. I have always thought chat rooms were for social gatherings online. But, this article gives points on how to steer the generation introduced to chat rooms, away from that perception. Reynard gives examples, from experience, on when to make accommodations, (i.e. slow keyboardist), and gives points to the instructor on roads to avoid, (i.e. recording lectures because that turns chat rooms and forums into a one way street). </li></ul>
  10. 10. “ Designing a Workspace for Chat” By Ruth Reynard <ul><li>When teachers prepare for discussion sessions online, teachers need to be aware of: </li></ul><ul><ul><li>Ideas should be gathered to collectively add to the debate taking place </li></ul></ul><ul><ul><li>Ideas are open to public debate </li></ul></ul><ul><ul><li>Ideas are publicly owned </li></ul></ul><ul><li>Another insight is forums are great for peers to respond to ideas and information. While chat rooms are ideal for debate and exchange of ideas due to the immediacy of response. </li></ul>
  11. 11. “ Designing a Workspace for Chat” Continued <ul><li> </li></ul><ul><li>This picture shows a snap shot of a page for video conferencing of an online class. (Taken from the above website.) </li></ul><ul><li>The amazing thing about online group discussion an work via web cam is the multitasking aspect. If one student is chatting, another can be taking notes with a notepad on the screen, in a white board fashion, while the other partner from the group is creating a concept map with the information currently being spouted. </li></ul><ul><li>Currently technology such as chat room discussion and forums creates “a dynamic and multilayered process through which ideas are filtered, and reproduced differently through the affects of the process.” (paragraph 6) </li></ul> This picture shows a snap shot of a page for video conferencing of an online class. (Taken from the above website.)
  12. 12. Reflection to “Designing a Workspace for Chat” <ul><li>This was my favorite article I found. I do not know if it is the language used or the tone in the author’s writing, but it was the easiest for me to understand. The quote that I selected is what impressed me the most. It proved the the nature of online courses. In a completely interactive web course, this article explains that students would be able to use webcams, notepads on screen, things that I had no notion of prior to this class. Reynard explained multiple aspects on which I needed clarification. I was able to take the information she presented, the difference between chat rooms and forums, and apply it to my own interaction online. </li></ul>
  13. 13. Conclusion <ul><li>The articles that I read changed my perception from online discussion tools are impractical to the true functionality of discussion tools. I had little knowledge of the mechanics of discussion tools online, that is why I choose “Taking Discussion Online”. In “Using Chat to Move the Thinking Process Forward”, I learned different ways, as an instructor, to lead and approach forums and chat rooms outside the classroom (which by the time I graduate will be a popular tool, I am guessing!). Finally with “Designing a Workspace for Chat”, I was shown different ways students can use chat rooms. I also learned about all the multifunctional aspects of online classes. </li></ul>
  14. 14. Works Cited <ul><li>Ruth Reynard, Ph.D., &quot;Designing a Working Space for Chat,&quot; T.H.E. Journal, 11/13/2008, </li></ul><ul><li>Ruth Reynard, Ph.D., &quot;Using Chat To Move the Thinking Process Forward,&quot; T.H.E. Journal, 11/6/2008, </li></ul><ul><li> , Dartmouth Website, 9/8/2003 </li></ul>